A close-up look at NYC education policy, politics,and the people who have been, are now, or will be affected by acts of corruption and fraud. ATR CONNECT assists individuals who suddenly find themselves in the ATR ("Absent Teacher Reserve") pool and are the "new" rubber roomers, and re-assigned. The terms "rubber room" and "ATR" mean that you or any person has been targeted for removal from your job. A "Rubber Room" is not a place, but a process.

Monday, April 19, 2010

Diana Senechal writes in Gotham Schools that experience counts in any discussion of teacher effectiveness.

Why Teaching Experience Mattersby Diana Senechal, Gotham Schools

Teacher layoffs in New York State are about to begin, and they will not be pretty. There is no ideal approach to them; one can only hope to do as little harm as possible. But how do we set our priorities? Who should stay, and why?

Currently, the teachers contract requires layoffs to be done according to seniority, following the basic principle of “last hired, first fired.” In a recent City Journal op-ed, Manhattan Institute Senior Fellow Marcus Winters objects to the idea of laying newer teachers off first:

Basing layoffs on seniority would make sense if it were true that more experienced teachers were always more effective. But a wide and uncontroversial body of research says that’s not the case. We know that after only a couple of years in the classroom, a teacher’s additional experience has no bearing on the amount her students learn.

Unfortunately this is one of those “research has shown” statements that distort what the research has actually shown. It is far from true that “after only a couple of years in the classroom, a teacher’s additional experience has no bearing on the amount her students learn.” With respect to test scores alone, the statement is inaccurate — and a teacher’s influence on learning (as any teacher knows) goes far beyond test scores.

What does the “body of research” actually say? A few leading studies indicate that the effect of teacher experience on student achievement is greatest in the first few years. In “Photo Finish” (Education Next, Winter 2007), Thomas J. Kane, Jonah E. Rockoff and Douglas O. Staiger report:

New York’s teachers are no different from other teachers around the country. Teachers make long strides in their first three years, with very little experience-related improvement after that. The students of third-year teachers score 6 percent and 3 percent of a standard deviation higher in math and reading, respectively, than students of first-year teachers.

This does not mean that additional teaching experience has no effect. Charles T. Clotfelter, Helen F. Ladd and Jacob L. Vigdor (2007) have found that teacher experience has a significant positive effect on student achievement, with more than half of the gains occurring during the teacher’s first few years, but substantial gains occurring over subsequent years, albeit at a slower rate. They write:

Compared to a teacher with no experience, the benefits of experience rise monotonically to a peak in the range of 0.092 (from model 4) to 0.119 (from model 5) standard deviations after 21-27 years of experience, with more than half of the gain occurring during the first couple of years of teaching.

None of this is a surprise. Novice teachers are often thrown into chaotic situations; it may take them a year to get their bearings. They may be asked to teach a subject outside of their field, or to teach more than one subject. They may be assigned the lowest-performing students. After a few years, not only do they get a handle on their everyday duties, but their assignments may be slightly easier or closer to what they know.

One would expect, even hope, that a teacher’s effect on test scores would slow down at a certain point. Students have a role in their own achievement, after all. A teacher typically has a mix of students: those who work hard at their subject and those who don’t, those who find the subject easy and those who struggle with it. Yes, a teacher’s instruction has a great effect on students, and teachers should do all they can. But if years of teacher experience had a linear correspondence with gains on test scores, the teacher would essentially control student performance. What would this say for human choice and responsibility? What role would students play in their own education?

Beyond this, there is more to education than test scores in math and reading. It seems silly to belabor the point, but it eludes many policy makers and think-tankers. State tests are low-level tests of skills and strategies. They involve very little subject matter knowledge; to pass a reading test, one need not have read any excellent literature. One doesn’t even need to know how to write a grammatical sentence. An excellent teacher goes far beyond the test in rigor, substance, and understanding, and life experience and teaching experience enrich this.

Besides teaching the actual subject (which is much richer than the stuff on the tests), a teacher offers insight, knowledge, experience, and wisdom, whether directly or indirectly. Over time, a teacher comes to see the education field and his or her subject in perspective. Newer teachers may be excited about new discoveries, but teachers with more experience can distinguish valuable ideas from passing fads. There are exceptions, of course, on both ends. But experience can bring humility, good judgment, and an ability to see and hear the larger story.

A student gleans these things. They affect the sounds in the room, the tenor of the lesson, the way the subject matter comes through. They can be sensed in the tones of the words. I remember how a teacher read Robert Frost’s “Never Again Would Birds’ Song Be the Same,” and the strange mixture of triumph, humor, and sadness in the last line, “And to do that to birds was why she came.” A younger teacher might have read it beautifully but without quite the same mixtures.

The point is not that veteran teachers simply read poems with more feeling. The point is that life experience and the immersion in the subject affect the teaching in all sorts of ways, large and small. Repetition brings not only fluency, but insight; when you teach a subject over and over (especially a subject you know and love), you see more in it and find different ways of presenting it. Your repertoire grows; you have more materials, ideas, and lessons in your mind and file cabinets. You know how to reach your students; you are less severely affected by the day’s or the year’s ups and downs, distractions, and interruptions. Experienced teachers are also a great asset to novice teachers who need advice, encouragement, and guidance. When a school goes through upheavals every few years — discarding one model for another, or firing half its staff–a veteran teacher can help keep the school and its purpose intact.

At the end of his piece, Winters acknowledges that decisions should not depend solely on test scores. But this qualification comes a bit late. Even at their best, tests are confined to the short term and reflect only a fraction of what students learn. Teacher experience — even after the first few years — does affect test scores, but it affects much more than that. What the student turns into habit or remembers years down the road, what continues to play in the mind long after the test is done — that is the stuff of education. That is the stuff that veteran teachers teach well, having learned to sort out the flashy from the true.

Do you think that factors other than seniority should be considered in deciding layoffs?

There is a new comment on the post "Why Teaching Experience Matters". http://gothamschools.org/2010/04/06/why-teaching-experience-matters/

Author: Julie Cavanagh Comment: Ken, In response to, "I’ve always been surprised that more teachers don’t speak out about the issue of ineffective teachers. In private, of course, many teachers will complain about it. In public, though, very few. It might be the biggest piece of evidence that makes me wonder about my assumptions and encourages me to dig deeper." As as been mentioned here many times the term "ineffective" is a complicated one. As an "effective" teacher, (with humility I say this knowing those who know me in addition to the parents and students I serve who would agree) I think the reason we do not shout from the rooftops about "ineffective" teachers is because there is no real space to do so, we have no influence, we have no power, and in the current reform debate any thing we would say would be used against us as a whole. In response to, "In any case, I hear you and others (over and over again… it’s finally sinking in!) to look closer at the management side of the equation to better understand school dynamics." I would insert into this conversation the idea of 'peer review'. If we went to a system where teachers are evaluated and supervised by their peers, therefore giving teachers the space to hold eachother accountable, I think we would see far more of a positive impact on the quality of teachers and the profession rather than what we have now, which is a top down, blame based, ineffective evaluation model that is riddled with flaws that encourage political favor, supervisors who are not instructional leaders, and a system that struggles with how to elevate the teaching profession. The fact is, the overwhelming majority of teachers are effective. I work with an amazing group of educators at PS 15 and other education advocates across the city. I am humbled whenever I am in their prese nce. It is immensely frustrating that the overwhelming majority of us are under attack for the very few who do the bare minimum or perhaps should even choose another profession. This is what is most concerning to me and points to a larger agenda to undermine public education. If 'ed deformers' were really concerned about how to attract and keep quality teachers or 'effective' teachers, they would not be attacking all of us, but seeking authentic ways to weed out the few, and those authentic methods certainly would not be based on test scores, merit pay, and getting rid of tenure. No data and research supports those methods as effective, but yet they are the cornerstone of the current reform debate. Michael F, thank you for your kind words about our work. We all have different roles to play in this movement, but I certainly am always in awe of your precise, informed and eloquent writings on these issues.

Arthur Goldstein April 6th, 2010 4:23 pm Thanks for writing this, Diana. With so many tomatoes being thrown at us on a regular basis, it’s nice to know there are some reasonable people writing about education from time to time.

Being a teacher encompasses much more than simply getting kids to pass tests. When you have 34 teenagers in front of you, you really never know what may happen. But here’s a fact–every time you deal with a crisis, you have a little better idea what to do during the next one. And the longer you do it, the better you get at it.

It’s ridiculous to say teachers do not get better after three years. Maybe I’m a slow learner, but I’m much, much better than I was as a three year teacher. If you can’t learn anything after three years, you likely couldn’t learn anything before either. And if that’s the case, you may as well give up teaching and get some no-challenge gig like writing op-eds for the New York Post.

leonie haimson April 6th, 2010 5:14 pm The most important thing a teacher can do is to inspire a student to want to learn more.

Diana Senechal April 6th, 2010 5:58 pm Ken,

That is a difficult question. I would say, offer an excellent layoff package and ask for volunteers first. There may be many who would like to take a break, provided they could afford it and provided they could leave in good standing, with no stigma attached to the layoff.

Of course this has problems. A good layoff package is expensive, and you can’t guarantee that these volunteers wouldn’t be stigmatized for leaving. In fact, like any of the solutions, it’s probably badly flawed.

No solution that I can think of is really fair. But whatever course is taken, the DoE should admit to the unfairness of it and do something to honor and help those who have to leave. And this should not be an opportunity to hurt veteran teachers, push value-added assessment, or do anything other than cope with the crisis in the way that will do the least harm.

And the DoE could cut costs in other areas–for instance, hire fewer consultants. That could save many teacher jobs. Consultants often make more in a day than teachers in a week.

Much is affected by the spirit in which this is done. Rationalizations like Winters’ misrepresent what veteran teachers have to offer. This attitude has been growing more pervasive, and affects the school and the kids. Is it good for kids to see (relatively) older teachers treated as though they were less worthy? What does this tell the kids about how they should treat their teachers and parents? What does it tell them about their own futures? Doesn’t it send the message, “after 40 you don’t count any more”? That is no way to live, no way to be educated, and not true to reality.

Arthur, thanks for the kind words and comment.

Leonie, I agree, that’s one of the most important things a teacher can do. There are other important things and things that overlap with it–but in any case we shouldn’t lose sight of it.

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Contact me with a concern or issue

I assist anyone who needs help, so email me your problem to start the ball rolling! I am a teacher/parent advocate, and I am the editor/writer for this blog and the website parentadvocates.org. I also write about court corruption on my blog "NYC Court Corruption". I am interested in random injustice and the criminalizing of innocent people. If you want to chat you may email me at: betsy.combier@gmail.com and I'm on twitter and have a facebook page too. I'm not an attorney and do not give legal advice.

If you want to talk with me about your 3020-a charges, I consult and go over your case without charge. No fee.

And, in response to the lies of certain individuals who resent my work, the truth is that all conversations are confidential and I do not tape secretly.

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This blog is about the denial of Constitutional rights by the Mayor, the New York City Department of Education and the Chancellor, New York State and Federal Courts, New York State legislature, and the United Federation of Teachers (UFT), as well as PACs and all parties participating in the business of public school education in New York City, to harm and in neglect of parents, children, and staff of public schools in the five boroughs. These thoughts are not simply mindless conclusions reached out of thin air, but a result of 14 years of research into the NYC DOE and the Courts as a reporter and paralegal.
I am an advocate of Unions and union rights, public schools and charters, and learning online as well as outside of the classroom. I cannot and do not support anyone, whether they be union management, government, private members of the political or legal system, or simply retired teachers with an agenda, if he or she tramples, discards, or rebuffs anyone's individual civil rights. As a reporter, journalist, advocate, researcher and paralegal, I have created this blog to inform the public about my experience working for the UFT and being the parent of four daughters who went through the public school system in NYC, as well as examine issues that flow from the massive denial of due process rights that I saw and have documented. The two most important points you should remember: first, everyone at the New York City Board/Department of Education and all Union bigs are motivated by power and money, and looking good. If anyone dares to blow the whistle on these racketeers, retaliation follows, so be a strategist; second, I am not an Attorney and nothing I write or say is legal advice, simply my thoughts. Take 'em or leave 'em.
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Principal Anne Seifullah changes her image so that she can keep her job amidst sexting and trysts in the school, Robert Wagner Secondary Sch...

Testimonial from an Exonerated Teacher

Dear Betsy,I am forever indebted to you, Betsy, for your expert counsel throughout a horrific ordeal. You worked tirelessly to prove my innocence in a 3020a proceeding that was instigated by a corrupt school district and fueled by lies. My proceedings ended with my complete exoneration, my record expunged and my immediate return to the classroom. We didn't even need to file an appeal! Thank you, Betsy. I am now eligible to retire and enjoy the benefits you helped me to protect. God bless you and the work you do protecting the innocent.Sincerely,Maria Gargano

Betsy Combier is the Best!

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When we walk to the edge of all the light we have and take the step into the darkness of the unknown, we must believe that one of two things will happen. There will be something solid for us to stand on or we will be taught to fly. Patrick Overton

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Rubber Room teachers wish me a happy birthday (2006)

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The E-Accountability Foundation brings you this blog which highlights issues that have or should be read by people interested in civil rights, and accountability. The E-Accountability Foundation is a 501(C)3 organization that holds people accountable for their actions online and, through the internet, seeks to bring justice to anyone who has been harmed without reason. We give the'A for Accountability' Awardto those who are willing to blow the whistle on unjust, misleading, or false actions and claims of the politico-educational complex in order to bring about educational reform in favor of children of all races, intellectual ability and economic status.

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Performance Management - Office of Labor Relations

From Betsy Combier

The NYC Office of Labor Relations, with the support of the UFT, has issued to principals a document called"Performance Management" on how to get rid of an incompetent teacher. Who is an "incompetent teacher"? Anyone the NYC Department of Education wants to remove from the system because he/she is too senior (makes too much money), is disabled (and therefore cannot be deemed factory-perfect) and/or is other impaired (is a whistleblower, cannot be intimidated, is ethnically challenged - not the 'right' race, etc).

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Director, Office of Special Investigations (OSI)

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Polo Colon

"Rubber Room"

(1) a space where a worker subject to a disciplinary hearing or other administrative action waits and does no work; generally, a place or personal mind-set of isolation.(2) a literal reference to a padded cell, which is, according to the New Oxford American Dictionary, “a room in a psychiatric hospital with padded walls to prevent violent patients from injuring themselves.”from Double-Tongued Dictionary http://www.doubletongued.org/index.php/dictionary/rubber_room/

"Rubberization"

The word "rubberization" is a new word that is used to describe the process of assigning and paying people to sit and do nothing in a drab room away from their place of employment while their employers make up charges that allege sexual or corporal misconduct without any facts upon which to base the allegation on.

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UFT Pres. Mike Mulgrew and NYC Mayor Mike Bloomberg

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ATR CONNECT

Tenured Teachers who are found to be guilty of misconduct or incompetency at 3020-a but are not terminated, who have blown the whistle on the misconduct of politically favored NYC Department of Education employees, and/or who are simply disliked for any reason can suddenly find themselves in the ATR ("Absent Teacher Reserve") pool - employees without rights or voices, and without chapter leader union representation.

This new group of people are the "new" rubber roomers without representation at the UFT and denied the protection of the Collective Bargaining Agreement, because basically they have been pushed out of their jobs unfairly and under color of law by Mayor Bloomberg and the Chief Executives of the Department of Education who call themselves "Chancellors", "Network Leaders", "Superintendents", etc., consistently without any facts or evidence to support the false claims.

A group of teachers who are, or were, made into ATRs, ATR Polo Colon, and I, Betsy Combier, an advocate for transparency and labor/employment rights, have joined together to expose the denial of due process, civil and human rights by chiefs of the NYC Department of Education (NYC DOE), certain arbitrators at 3020-a, leaders of the United Federation of Teachers (UFT), the "investigators" -agents who work for the Special Commissioner of Investigation (SCI), Office of Special Investigation (OSI), and the Office of Equal Opportunity (OEO) - and the Attorneys who work for the New York United Teachers (NYSUT), and the New York Law Department (Corporation Counsel).

In order to protect the safety of those who join this group to promote an end to the "Rubberization" process described on this blog since 2007, names of those who tell their stories will, for now, remain anonymous if the person so desires, and Polo and I will be the gatekeepers. So if you are an ATR, or know a story involving an ATR or someone re-assigned or about to go into a 3020-a, please use the email address advocatz77@gmail.com and give us your contact information. We will protect your anonymity and hold onto your privacy.

Betsy Combier and Polo Colon, Editors

FAITH When we walk to the edge of all the light we have and take the step into the darkness of the unknown, we must believe that one of two things will happen. There will be something solid for us to stand on or we will be taught to fly.

Patrick Overton

We have forty million reasons for failure but not a single excuse.Rudyard Kipling (1865-1936)

The Re-Assignment Overview by Betsy Combier

The New York City Board of Education decided in 2002 to rid the public school system of staff who interfered with their takeover and control. The criteria for a "good teacher" is now, more often than not, a "silent teacher", a person who never asks questions, is younger than 40, is making a salary below $50,000, does not care about kids and what they learn, or whether or not money (books, supplies, equipment, etc) is missing. When a teacher or staff member of a school dares to do the right thing and speaks out about wrong-doing - this person is often called a "whistleblower" or "flamethrower" - or, simply is not liked for any reason by the Principal/NYC personnel, suddenly he/she is accused of something by somebody ("given a label of "A", "B", "C", and so on) and whisked away to a drab room called a temporary re-assignment center or "rubber room". Members of the offices of the Special Commissioner of Investigation or the Office of Special Investigations then start work on building a case against the person to justify their being thrown in prison, declared "unfit for duty", or, as Mr. Joel Klein has said, characterized as "guilty of sexual activities and corporal punishment" against the children of New York City.The stories of the people I have met who sit every day in the 8 rubber rooms of NYC prove to me that Mr. Klein is very wrong about his assessment, and this blog is created to prove it to you.

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New York State Supreme Court Judge Cynthia Kern

NYC EdStats You Can Use

$12.5 billion: Annual New York City Department of Education (DOE) budget (2002)

$21 billion: Annual New York City DOE budget (2009)
1,719: Number officials employed by the DOE central administration in June 2002

2,442: Number of officials employed by the central administration as of November 2008

2: Number of DOE officials earning more than $180,000 per year in 2004.

22: Number of DOE officials earning more than $180,000 per year in 2007.

5: Number of DOE public relations staffers in 2003.

23: Number of DOE public relations staffers in 2008.

944: Number of contracts approved by DOE in 2008, at a total cost of $1.9 billion.

20: Percentage of contracts that exceeded estimated cost by at least 25 percent.

$67.5 million: Annual budget of Project Arts, a decade-old program that was the sole source of dedicated funding for arts education. It was eliminated in 2007.

86: Percentage of principals who said in a 2008 poll that they were unable to provide a quality education because of excessive class sizes in their schools.

100,000: Number of seats DOE plans to provide for charter school students by 2012.

25,000: Number of seats DOE plans to build under 2010 to 2014 capital plan.

66,895: Number of K-3 school-children in classes of 25 or more during the 2008-09 school year.

15,440: Average number of seats per year built during the last six years of the Rudolph Giuliani administration.

10,895: Average number of seats per year built during the first six years of the Bloomberg administration.

27.2: Percentage of newly hired teachers in 2001-02 who were Black.

14.1: Percentage of newly hired teachers in 2006-07 who were Black.

53.3: Percentage of newly hired teachers in 2001-02 who were white.

65.5: Percentage of newly hired teachers in 2006-07 who were white.

76: Percentage of white and Asian students who performed better than the average Black and Latino students in 8th grade English Language Arts (ELA) in 2003.

75: Percentage of white and Asian students who performed better than the average Black and Hispanic students in 8th grade ELA in 2008.

77: Percentage of white and Asian students who performed better than the average Black and Hispanic 8th graders in math in 2003.

81: Percentage of white and Asian students who performed better than the average Black and Hispanic 8th graders in math in 2008.

54: Percentage of New York City public school parents who disapproved of Mayor Bloomberg’s handling of education, according to a March 2009 Quinnipiac poll.

Sources: New York City Council, New York City Comptroller’s Office, New York Daily News, New York Post, Eduwonkette, Quinnipiac Institute, Black Educator, Class Size Matters, New York City Schools Under Bloomberg and Klein.

Betsy Combier and NYSUT lawyer Chris Callagy

The New York City Whistle Award

NYC Whistlers, Winners of the NYC Whistle Award

...are those individuals in New York City who are willing to whistleblow unjust, misleading, or false actions and claims of the politico-educational complex in order to bring about educational reform in favor of children of all races, intellectual ability and economic status. Whistlers ask questions that need to be asked, such as "where is the money?" and "Why does it have to be this way?" and they never give up.

These people have withstood adversity and have held those who seem not to believe in honesty, integrity and compassion accountable for their actions.

Congratulations, and keep up the good work!

Betsy Combier

Special Commissioner of Investigation Richard Condon

Condon "qualified" for his current post after Bloomberg lowered standards; who will leash him?

A great teacher

After being interviewed by the school administration, the prospective teacher said: 'Let me see if I've got this right.

'You want me to go into that room with all those kids, correct their disruptive behavior, observe them for signs of abuse, monitor their dress habits, censor their T-shirt messages, and instill in them a love for learning.

'You want me to check their backpacks for weapons, wage war on drugs and sexually transmitted diseases, and raise their sense of self esteem and personal pride.

'You want me to teach them patriotism and good citizenship, sportsmanship and fair play, and how to register to vote, balance a checkbook, and apply for a job 'You want me to check their heads for lice, recognize signs of antisocial behavior, and make sure that they all pass the final exams.

'You also want me to provide them with an equal education regardless of their handicaps, and communicate regularly with their parents in English, Spanish or any other language, by letter, telephone, newsletter, and report card.

'You want me to do all this with a piece of chalk, a blackboard, a bulletinboard, a few books, a big smile, and a starting salary that qualifies me for food stamps. 'You want me to do all this and then you tell me. . . I CAN'T PRAY?

NYC Police Commissioner Ray Kelly

Joel Klein's famous statement about rubber room teachers and staff

On November 27, 2006, temporarily re-assigned teacher (TRT) Polo Colon asked Joel Klein, the "pretend" Chancellor of the NYC public school system, if he had voted to terminate teachers at the secret Executive Session held just before the public meeting of the Panel For Educational Policy.Mr. Klein answered,"We did not vote to terminate you. We did vote to terminate a teacher in executive Session...in fact, we voted to terminate two teachers. It's perfectly consistent with the law.Many teachers have been charged with sexual activities and some are charged with corporal punishment...I have no interest in removing people who are qualified to teach, I can assure you, because I dont get any return...and in fact, I have complained publicly about how long this process drags out. But our first concern will always be and, as a former lawyer and somebody who clerked on the United States Supreme Court I will tell you, there is no violation of due process whatsoever..."- extracted from the audiotape of the PEP meeting bought by Betsy Combier after filing a FOIL request to the NYC BOE

November 26, 2007 Candelight Vigil

The School Law Blog

A Review of Battling Corruption in America's Public Schools by Betsy Combier

Lydia Segal's book puts the NYC, Chicago, and California Departments of Education on notice....we who have read this book know more about how the system is not there for our kids than "you" want us to know. Lydia Segal's book Battling Corruption in America's Public Schools changes the public school reform movement forever. We can no longer assume that more money allocated to our schools will "fix" the disaster that is our public school system.

Lydia Segal draws on her 10 years of undercover investigation and research in over five urban school districts, including the three largest, New York City, Los Angeles, and Chicago, and the two most decentralized, Houston and Edmonton, Canada, to provide, in her new book Battling Corruption in America's Public Schools, the details of the corruption, theft, fraud, and patronage that has overrun our public school establishment for several decades. There is no question that anyone who is interested in school reform -this means anyone who pays taxes, is a parent or guardian of a child attending school and/or who works toward a goal of establishing an education system that puts children first - must read this book. Ms. Segal's research and information on the education establishment's 'dark' side outrages the reader, and incites us to demand change. Her book therefore, is much more than a book, it is a call to action. We cannot be bystanders any longer to the systemic abuse she so vividly describes, and we will never be able to listen in the same way ever again to school Principals, Superintendents, school custodians or district board members as they request more money "to help the children."

The book's detailed reports on the corruption and crime in our public schools, supported by 52 pages of interview notes, references and specific examples, provide irrefutable evidence that the current failures of our nation's public schools are not due to the lack of money but the impossibility of getting the money to the children who need it and for whom the money is allocated in the first place. Recent statistics show that students of all ages are not learning what they need to know, schools are overcome with violence, teachers are demoralized, and yet billions of dollars are literally shovelled into the system every year. The New York City school system receives more than $16 billion every year; Los Angeles, $7 billion; and Chicago, $3.6 billion. Where does this money go? We have all asked this question as we have walked through school hallways dodging the paint falling off the walls and ceilings, watching our children sitting on broken chairs, using bathrooms without running water or toilet paper, and struggling to achieve their personal best without the services and resources they are supposed to have. Battling Corruption in America's Public Schools is the first book ever to systematically examine school waste and corruption and how to fight it. Ms. Segal, an undercover school investigator turned law professor, documents where the money goes, how waste and fraud embedded in the operation of large school bureaucracies siphon money from classrooms, distort educational priorities, block initiatives, and what we can do to bring badly-needed change. She describes in detail how only a small percentage of the money allocated to students in our public schools actually gets used by them due to corruption and waste, and how city school systems scoring lowest on standardized tests tend to have the biggest criminal records and most payroll padding. Coding problems, the procurement process, compartmentalization and opacity of information leave administrators with only two options: good corruption (which ultimately helps the kids) and bad corruption (which never helps anyone but the perpetrator and his/her allies and accomplices). Indeed, the system fights those who try the good corruption route.

Ms. Segal argues that the problem is not usually bad people, but a bad system that focuses on process at the expense of results. Decades of rules and regulations along with layers of top-down supervision make it so hard to do business with school systems that they encourage the very fraud and waste they were designed to curb. She tells us about how the "godfathers" and "godmothers" (the school board members) obtain jobs for their "pieces" in order to protect the systemic waste and fraud from being dismantled or exposed. Fortunately, she writes, there are good people involved in the corruption as well who must violate the rules in order to get their jobs done. Nonetheless, absurdities abound: school systems following rules to save every penny spend thousands of dollars hunting down checks as small as $25; it takes so long to pay vendors for their work that some have to bribe school officials to move their checks along; caring Principals who want to fix leaky toilets may have to pay workers under the table because submitting a work order through the central office could, and often does, take years. Meanwhile, those who pilfer from classrooms get away with it because the pyramidal structure of large districts makes schools inherently difficult to oversee. What makes Battling Corruption in America's Public Schools a must-read is not only the fascinating - and depressing - details of the systemic wrong-doing but also Ms. Segal's suggestions for reform, based on the proven track records of school systems across North America that have successfully reduced waste and fraud and have pushed more resources into schools.

The pathology of the corruption suggests the remedy, Ms. Segal says, which is decentralization of power into the schools and the hands of the Principals. Distilling what successful school systems have done, Segal advocates new forms of oversight that do not clog up school systems and recommends giving principals more discretion over their school budgets as well as holding them accountable for job performance. She argues for "autonomy in exchange for performance accountability" as part of a bold, far-reaching plan for reclaiming our schools. Her conclusion is logical and convincing. Everyone who reads this book will find his or her perception of public school education changed forever. We cannot accept any longer that a generation of children has been abused by a system that is so full of greed and corruption without screaming "stop!" and "Your game is up!"

Segal reveals how systemic waste and fraud siphon millions of dollars from urban classrooms and shows how money is lost in systems that focus on process rather than on results, as well as how regulations established to curb waste and fraud provide perverse incentives for new forms of both. Anyone who is interested in school reform--this means anyone who pays taxes, is a parent or guardian of a child attending school, and/or who works toward a goal of establishing an education system that puts children first--must read this book. --

Lydia G. Segal is Associate Professor of Criminal Law and Public Administration at John Jay College of Criminal Justice, City University of New York.

The NYC BOE FAMIS Online Tour

The FAMIS Portal Online Tour provides an overview and demonstration of the FAMIS Portal. Computer speakers or headphones are recommended. Choose an item of interest below, or click on the Introduction to proceed through all of the modules in sequence.

About Me

Reporter, paralegal, advocate,I will investigate, search on the internet and in all data bases for information that will help a person in need of resolution to a problem.I believe in substantive and procedural due process for all individuals, groups and organizations and trademarked the term "e-accountability" to describe the purpose of my work. I am the parent of four daughters.

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